Transitioning To Academia

Philip Dunn
2005 Annual Conference Proceedings   unpublished
After 23 years working as an engineer in a private consultant firm, a municipality, and a state department of transportation, I had the opportunity to teach at my alma mater. I took the opportunity and because of the immediate need to fill the position, I left my employer and began teaching duties in a short two week time frame. I was assigned two full time courses and additionally took on duties assisting with two other courses. I soon devised organizational techniques to develop lectures that
more » ... incorporated both textbook information and additional material. I also recognized that anecdotes from my work experiences helped explain many concepts. Using my contacts in industry, I was able to obtain supplemental materials to distribute in class and have speakers that could address specific areas of interest. I also became involved in some student activities so that I could get to know individual students better. To help develop my teaching skills, I took several on-campus seminars that introduced me to campus protocols and teaching techniques. As an outsider, I had to learn the computer systems used for communication throughout the university and the variety of offices that service the professional campus community. As an educator, I found that I needed to present the basic and most current information to students such that they could understand the state of practice. The academic requirements formed through the Industrial Advisory Committee and the ABET accreditation process introduced a different perspective to me that demonstrate the progressive development of modern educational standards.
doi:10.18260/1-2--14356 fatcat:7so7ujmgpbgibi24l43rvhrpyq